Em direção a um ensino inclusivo no ensino superior: análise das tendências pedagógicas para equidade e resiliência na América Latina
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O ensino superior latino-americano enfrenta o desafio de passar de políticas formais de acesso para práticas pedagógicas genuinamente inclusivas. Esta revisão sistemática, realizada de acordo com a declaração Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA 2020), analisa as tendências pedagógicas voltadas para o ensino inclusivo na região entre 2016 e 2026, examinando como incorporam as dimensões de equidade e resiliência. Com base em 10 estudos selecionados na Scopus, Web of Science, SciELO e Redalyc, e por meio de síntese temática, foram identificados três vetores pedagógicos: acessibilidade curricular, tradição crítica latino-americana e dispositivos acompanhantes. Os resultados revelam que a equidade predomina como eixo da produção científica regional, enquanto a resiliência, na sua dimensão sistémica e institucional, representa uma lacuna significativa. A implementação de práticas inclusivas é moderada por factores como a liderança institucional, a formação contínua de professores e as clivagens digitais. Conclui-se que o campo se encontra num estágio emergente, com desafios pendentes na integração da resiliência e na articulação de vetores pedagógicos em desenhos institucionais coerentes.
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